Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
b. Create original works as a means of personal or group expression.
Category 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
Category 4. Critical thinking, problem solving, and decision making. b. Plan and manage activities to develop a solution or complete a project.
Florida State Standards
LAFS.1.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (Depth Of Knowledge 3) Write text - Name a topic. Write text - Supply some facts about the topic. Sense of closure - Provide some sense of closure.
LAFS.1.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. LAFS.1.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. LAFS.1.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including peer collaboration (maybe collaborate on the next time they do this project- practice first).
Lesson Description
Little Leopards will leap into informational text composition about animals they have researched. Our first grade researchers will report on the habitat, diet, predators, and other facts about their chosen critter in a five to seven sentence paragraph including an opening sentence to introduce the topic, facts supplied, and a closing sentence. Rather than penning their new-found knowledge on red and blue lined newsprint paper, students will accumulate and type their information in a digital format. Students may use Power Point for beginning/regular computer skills, or Prezi for advanced computer skills.
To organize and prepare for their projects, students will obtain resource materials from the teacher’s resource materials page, and the school media center. From the resource page (called curriculum page), Leopard Learners will extract information from teacher-chosen webpages that are of pertinent informational text or videos. They may also obtain clipart for their illustrations, or incorporate hand-drawn illustrations into their project. Hand-drawn illustrations are preferable for 6-7 year olds. They will only be 7 once! They can draw a diagram of their animal with labels, thus incorporating a comprehension standard: “LAFS.1.RI.2.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.”
Upon completion, students are to present their digital project to the class. They will need to practice reading and speaking their report to the group with good stage presence skills, such as always facing the audience. An extension activity may be to have the learner draft a list of possible questions the class may ask at the conclusion of the project. The presenter should be ready to answer such questions. Classmates are to use a teacher-provided rubric to evaluate the digital presentation.
Steps to Do(On Project Directions Page, also) 1) Pick a Project Type Information Facts OR Narrative (First, Next, Last) 2) Pick a Program Power Point OR Prezi (OR another if doing for homework) 3) Pick an animal OR Make your character 4) Find your facts OR Brainstorm your character’s problem/plot. 5) Thinking Map (Plan) OR Storyboard (List events in order). 6) Type your facts in Ppt OR Type your story in Prezi. 7) Upload your illustrations.
Technology Integration
1) Students will work with Power Point, or Prezi, if they are able, in the classroom. 2) Students will use a keyboard and mouse to navigate through the product-producing software. 3) Teachers can open program, create slides ahead of time. Or, if using Prezi, teachers could choose a basic template, and set up any text boxes, or other features ahead of time depending on the child’s familiarity with the program. 4) For learning how to make digital stories (or in this case digital informational paragraphs), teachers can use Kathy Schrock’s digital storytelling website, or see the management tips section of the Prezi atop this page.
Our techy leopards will use predetermined web pages from the teacher curriculum resource page to find facts about their animals. Students may also take original photographs using a digital camera if their chosen animal happens to be seen at school, or at home. The teacher would need to upload these to the computer on which the Power Point or Prezi is being created. Parents can email photographs taken on home cameras if project s assembled at school.
Please read directions to your child.
Digital Storytelling Rationale for Parents/Teachers
Grade Level:First Grade
Curriculum Area:Writing
ISTE Standards for Students
Category 1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
b. Create original works as a means of personal or group expression.
Category 3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
Category 4. Critical thinking, problem solving, and decision making.
b. Plan and manage activities to develop a solution or complete a project.
Florida State Standards
LAFS.1.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (Depth Of Knowledge 3)
Write text - Name a topic.
Write text - Supply some facts about the topic.
Sense of closure - Provide some sense of closure.
LAFS.1.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
LAFS.1.W.3.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
LAFS.1.W.2.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including peer collaboration (maybe collaborate on the next time they do this project- practice first).
Lesson DescriptionLittle Leopards will leap into informational text composition about animals they have researched. Our first grade researchers will report on the habitat, diet, predators, and other facts about their chosen critter in a five to seven sentence paragraph including an opening sentence to introduce the topic, facts supplied, and a closing sentence. Rather than penning their new-found knowledge on red and blue lined newsprint paper, students will accumulate and type their information in a digital format. Students may use Power Point for beginning/regular computer skills, or Prezi for advanced computer skills.
To organize and prepare for their projects, students will obtain resource materials from the teacher’s resource materials page, and the school media center. From the resource page (called curriculum page), Leopard Learners will extract information from teacher-chosen webpages that are of pertinent informational text or videos. They may also obtain clipart for their illustrations, or incorporate hand-drawn illustrations into their project. Hand-drawn illustrations are preferable for 6-7 year olds. They will only be 7 once! They can draw a diagram of their animal with labels, thus incorporating a comprehension standard: “LAFS.1.RI.2.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.”
Upon completion, students are to present their digital project to the class. They will need to practice reading and speaking their report to the group with good stage presence skills, such as always facing the audience. An extension activity may be to have the learner draft a list of possible questions the class may ask at the conclusion of the project. The presenter should be ready to answer such questions. Classmates are to use a teacher-provided rubric to evaluate the digital presentation.
Steps to Do (On Project Directions Page, also)
1) Pick a Project Type
Information Facts OR Narrative (First, Next, Last)
2) Pick a Program
Power Point OR Prezi (OR another if doing for homework)
3) Pick an animal OR Make your character
4) Find your facts OR Brainstorm your character’s problem/plot.
5) Thinking Map (Plan) OR Storyboard (List events in order).
6) Type your facts in Ppt OR Type your story in Prezi.
7) Upload your illustrations.
Technology Integration
1) Students will work with Power Point, or Prezi, if they are able, in the classroom.
2) Students will use a keyboard and mouse to navigate through the product-producing software. 3) Teachers can open program, create slides ahead of time. Or, if using Prezi, teachers could choose a basic template, and set up any text boxes, or other features ahead of time depending on the child’s familiarity with the program.
4) For learning how to make digital stories (or in this case digital informational paragraphs), teachers can use Kathy Schrock’s digital storytelling website, or see the management tips section of the Prezi atop this page.
Our techy leopards will use predetermined web pages from the teacher curriculum resource page to find facts about their animals. Students may also take original photographs using a digital camera if their chosen animal happens to be seen at school, or at home. The teacher would need to upload these to the computer on which the Power Point or Prezi is being created. Parents can email photographs taken on home cameras if project s assembled at school.
Research Components
Digital Storytelling Article.PDF
- Details
- Download
- 445 KB
Good Narrative Digital Stories Article.pdf
- Details
- Download
- 505 KB
Reasons for Storytelling & Online Learning ArticleBull, G. & Kajder, S. (2005). Digital storytelling in the language arts classroom. Learning and
Leading with Technology, 32(4), 46-49.
Iacchia, F. (2005). Digital storytelling. School Arts: The Art Education Magazine for Teachers.
104(5), 31.
Majumdar, A. (2017).Ten reasons why stories and online learning make an awesome pair.
eLearning Industry.Retrieved from:https://elearningindustry.com/stories-and-online-learning-make-awesome-pair-10-reasons